What many of our teachers are doing is taking into account thestudents' learning styles, and, in the case of special educationstudents, the modifications that may be needed for that child andgrading according to that - so an excellent picture or diagram thatshows how a student solved a problem is acceptable. However, we thentake note and try to move students along in the ways in which they arehaving more difficulty.

One way that has worked for us it to "publish" really good examples ofwhat we're looking for, eg. have two or three children whoseexplanations and/or diagrams are very clear copy their work ontooverheads, show the overheads and have the class evaluate the work,asking "Do you think this is a good explanation? Why?" or "Do youthink this drawing shows how Susan solved the problem? Was it clear toyou? Why?"